Double Talk

Practice in Second Language Classroom Instructionseries examine issues in teaching and learning in language classrooms. The topics selected and the discussions of them draw in principled ways on theory and practice in a range of fields, including second language acquisition, foreign language education, educational policy, language policy, linguistics, and other areas of applied linguistics.

Virginia Scott received a B.A. from Eckerd College, an M.A. from Florida State University, and a Ph.D. in French and Applied Linguistics from Emory University. She joined the Department of French and Italian at Vanderbilt University in 1988 where she has served as Director of the French Language Program, Director of Vanderbilt-in-France, and Department Chair.

Since coming to Vanderbilt Professor Scott has received the Madison Sarratt Award for excellence in undergraduate teaching, the Earnest A. Jones Faculty Advisor, and the Cuninggim Women’s Center mentoring award.

In 2005 she was named Chevalier dans l’Ordre des Palmes Académiques by the French Minister of Education. In 2007 she received the Jacqueline Elliot Award, given annually by the Tennessee Foreign Language Teachers Association for outstanding contributions to the profession.

Professor Scott has published a number of articles on second language acquisition and foreign language teaching in The Modern Language Journal, The French Review, and Foreign Language Annals, among others. Her book, Rethinking foreign language writing (1996, Heinle), explores cognitive processes involved when students generate ideas, write, and revise. SLA and the Literature Classroom (2001 AAUSC volume), co-edited with colleague Holly Tucker, centers on how the study of literature in a foreign language promotes second language acquisition. Scott’s edited volume, Principles and Practices of the Standards in college foreign language education (2009, AAUSC) explores the role of the Standards at the college level.

Before coming to the United States in 1968, Professor Scott lived in France, Madagascar, Kenya, and Denmark. She speaks English, French, Danish, and German and enjoys reading Spanish and Italian.

Acknowledgments	p. ix
Preview "Sorry. I don't remember much."	p. 1
An Opening Language Story	p. 1
Double Talk Without the Hyphen	p. 4
The Theoretical Framework for Double Talk	p. 6
The Idiosyncrasies in Double Talk	p. 8
Double Talk at a Glance	p. 9
"Monolingualism can be cured!"	p. 11
Overview	p. 11
Snapshot	p. 13
Research Perspectives	p. 14
Deconstructing monolingualism	p. 15
Multilingualism reconsidered	p. 16
Multicompetence and the second language user	p. 18
Perspectives for the Classroom	p. 19
Constructing multilingual identities	p. 20
The multilingual classroom	p. 23
Defining multicompetent second language learners	p. 26
Concluding Propositions	p. 28
Suggested Readings on Multilingualism	p. 30
Researching Your Language Stories	p. 30
"Regarde le dog!"	p. 32
Overview	p. 32
Snapshot	p. 33
Research Perspectives	p. 35
Bilingualism reconsidered	p. 35
Code-switching and cross-linguistic interaction	p. 38
Code-switching and interpersonal interaction	p. 43
Perspectives for the Classroom	p. 46
Confronting our biases against English in the foreign language classroom	p. 46
Designing a language-use contract	p. 49
Code-switching and multicompetent second language learners	p. 51
Concluding Propositions	p. 54
Suggested Readings About Bilingualism and Code-Switching	p. 56
Researching Your Language Stories	p. 56
"I lost my words!"	p. 59
Overview	p. 59
Snapshot	p. 60
Research Perspectives	p. 62
Children and language acquisition	p. 63
Second language development in adults	p. 67
Understanding the language brain	p. 68
Perspectives for the Classroom	p. 72
A model of second language development and loss	p. 73
Accounting for diverse learners	p. 76
Language maintenance and multicompetent second language learners	p. 77
Concluding Propositions	p. 79
Suggested Readings in Second Language Acquisition and Loss	p. 81
Researching Your Language Stories	p. 81
"I speak in nouns!"	p. 84
Overview	p. 84
Snapshot	p. 85
Research Perspectives	p. 87
What is a word?	p. 88
The evolution of words and grammar	p. 90
Words and the brain	p. 93
Perspectives for the Classroom	p. 97
Words, grammar, and adult second language learners	p. 98
A lexical approach to second language learning	p. 101
Words and multicompetent second language learners	p. 105
Concluding Propositions	p. 107
Suggested Readings in the Evolution and Biology of Language	p. 108
Researching Your Language Stories	p. 109
"Eat, Ate, Eaten; Go, Went, Goneà"	p. 112
Overview	p. 112
Snapshot	p. 113
Research Perspectives	p. 115
What is grammar?	p. 116
A historical view of approaches to teaching grammar	p. 117
Current theories about the role of grammar in second language learning	p. 123
Perspectives for the Classroom	p. 127
Rethinking communicative language teaching	p. 129
Reconceptualizing grammar in the classroom	p. 132
Grammar and multicompetent second language learners	p. 136
Concluding Propositions	p. 138
Suggested Readings on Approaches to Teaching Grammar	p. 139
Researching Your Language Stories	p. 140
"I spoke French to a Japanese woman!"	p. 142
Overview	p. 142
Snapshot	p. 144
Research Perspectives	p. 145
Isolationism reconsidered	p. 146
Beyond orality	p. 147
Literacy and foreign language learning	p. 150
Perspectives for the Classroom	p. 153
Rethinking foreign language teaching	p. 154
Reconceptualizing the curriculum	p. 158
Assessing multicompetent second language learners	p. 162
Concluding Propositions	p. 163
Suggested Readings in 21st-Century Approaches to Second/Foreign Language Teaching	p. 165
Researching Your Language Stories	p. 165
Summary of Concluding Propositions	p. 168
Glossary of Terms	p. 170
References	p. 174
Index	p. 189
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